STUDENT AND TEACHER PERCEPTIONS OF CLASSROOM INSTRUCTIONAL-METHODS AND EVALUATION PROCEDURES

In their search for a more effective educational program many schools are devising school-reform plans. These plans often include various structural changes (e.g., smaller school houses, teacher teams, etc.). One possible means of assessing the extent of plans implementation is to examine instructional and evaluation practices. This study will examine teachers' instructional methods and evaluation procedures using frequency ratings collected from both students and teachers. Notable teacher and student differences were found, with students viewing teacher methods as more limited in scope and more dependent on teacher direction (e.g., lecture, seat work, etc.), while teachers rated their instructional methods as including a broad range of methods and requiring active student participation in the learning experience (e.g., small group work, teacher as coach, etc.). As to evaluation methods, there was a close student and teacher correspondence in ratings.